Schools - REP-REP+ Networks |
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involved
LPL
UMR 7291 CNRS
Old Port Network/ Quinet Network
BLADES
BLADES
PSYCLE
TELEMME
Lycée des Métiers du Nautisme et de la Sécurité l'Estaque - Madrague Network |
Aix-Marseille University entrusts the digital agency STRATEGIA with the realization of its project Augmented Reality for Teacher Education faculties (ARTEfac) -labeled "academy of excellence A*MIDEX 2017, led by Hélène CHENEVAL-ARMAND and Jérémy CASTERA, teacher-researchers at the Inspé of Aix-Marseille. This project aims to develop an innovative training system in Augmented Reality (AR) for trainers, teachers and students in the MEEF (Teaching, Education and Training) master's program.
Within Aix-Marseille University, the Institut National Supérieur du Professorat et de l'Education (Inspé) provides training in teaching, education and training. It has 3,000 students in the MEEF master's programme and 160 education professionals, spread over 4 sites. 19 training courses are offered.
At the start of the 2020/2021 academic year, the Inspé's MEEF master's degree will have new digital educational tools to offer innovative and attractive training engineering. These tools enrich the training in Science and Technology to promote the employability of students.
The Inspé is thus engaging its students in a research process on Augmented Reality (AR) in the teaching of Science and Technology in primary school. By training students in AR, these future teachers will also be able to reuse it with their students in situ, in order to better transmit the scientific notions on the curriculum.
"Students who want to become school teachers come from completely different backgrounds, and the science streams are not well represented. We noticed that they had difficulties in transmitting scientific concepts to their primary school pupils. It seemed important to us to overcome this lack of scientific knowledge in order to facilitate the task of future teachers when they find themselves in a teaching situation.
Based on research in cognitive science and education, we chose to approach scientific notions using new technologies, and in particular Augmented Reality", underlines Sabrina MARCHI, engineer for digital education at the Inspé of Aix-Marseille.
Following the public tender won, STRATEGIA assisted the Inspé of Aix-Marseille in the creation of ARTEfac.
The digital agency was in charge of
"In collaboration with STRATEGIA, we made sure that the mobile application and the BackOffice are easy to use and that their ergonomics are very intuitive. The technological and technical aspects should not be an obstacle to use. The challenge was to develop a mobile application similar to those that students may already be familiar with so that its appropriation would not be a hindrance to understanding, says Sabrina MARCHI.
During the design phase, the project team, composed of teacher-researchers from the Training Artefacts programme (the "Learning, Didactics, Evaluation, Training" laboratory - Research Unit UR 4671) of Aix-Marseille University and trainers of the Inspé of AMU, has developed the first pedagogical modules. STRATEGIA's support was essential to reconcile the pedagogical expectations with the technical possibilities. During the tests, the first feedback from users showed that the degree of mastery of the teachers' pedagogical modules influenced the students' feelings. This assessment, linked to the quality of the modules created, led to precise teacher training.
"STRATEGIA's technical skills and experience in Augmented Reality were decisive in the design of the project. Their ability to be a force of proposal allowed our co-design project to move forward in an optimal way for the users. Their reactivity and their desire for continuous improvement created a very appreciable collective emulation that allowed us to go further, especially in terms of user experience," she concludes.
ARTEfac will be operational at the start of the 2020-2021 school year. It will then be extended to other scientific courses during the year, depending on demand. In the longer term, it is planned that it will be made available to all users of Aix-Marseille University. All staff and students will have access to the BackOffice from their Digital Working Environment (ENT). A Hubert Curien partnership (PHC) has even been initiated with the University of Beirut. This cooperation between the two universities aims to deploy the ARTE-fac tool in Lebanon.
Four successive waves of calls for "research, training, field" projects on the territory of priority education have been launched since 2018 by the Délégation Académique à la Formation et à l'Innovation Pédagogique (DAFIP) of the Académie d'Aix-Marseille and SFERE-Provence, which now support 33 network projects, designed on the basis of the expression of needs in the field (schools and colleges in VER and VER+).
Researchers and teacher-researchers provide a support response based on a field theme and generate training resources that can be reused at the academic level. The restitution days (a first one took place on 21 March 2019) testify to the impact of collaborations between teachers and researchers. This approach is unprecedented on a national scale.
104 000 €
From 01/09/2020 to 30/06/2022
Schools - REP-REP+ Networks |
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Lycée des Métiers du Nautisme et de la Sécurité l'Estaque - Madrague Network |
The international summer school Digital Creativity in Educational and Artistic Activity Training (Digit-CrEAAT), supported by the ADEF (Apprentissage-didactic-evaluation-training) laboratory and financed by A*MIDEX, is organised by the GCAF programme (creative gesture and formative activity). It is entirely planned in English, with the participation of international researchers and artists: conferences, workshops and artistic performances. It is addressed to all Master and Doctoral students (at national and international level), from all academic disciplines.
The objective is to question the impact of digital tools on creation and training in and through the arts (visual arts, music, dance, design, theatre, cinema, etc.). Researchers in the fields of science, social humanities and arts, and professionals will shed light on the state of current work.
58 468 €, Financed by A*MIDEX
Note: the Digit-CrEAAT project, initially scheduled to run from 22 June to 3 July 2020, has been postponed until the summer of 2021, after official agreement from A*MIDEX.
Three successive waves of calls for "research, training, field" projects on the territory of priority education have been launched since 2018 by the Délégation Académique à la Formation et à l'Innovation Pédagogique (DAFIP) of the Académie d'Aix-Marseille and SFERE-Provence, which now support 26 network projects, designed on the basis of the expression of needs in the field (schools and colleges in VER and VER+).
Researchers and teacher-researchers provide a support response based on a field theme and generate training resources that can be reused at the academic level. The restitution days (a first one took place on 21 March 2019) testify to the impact of collaborations between teachers and researchers. This approach is unprecedented on a national scale.
108 000 €
From 01/09/2019 to 30/06/2021
Schools - REP-REP+ Networks |
Title of the project |
Researchers in charge |
Laboratories involved |
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Antoine de Ruffi primary school/network Vieux Port Marseille |
"Mathematics learning in Cycle 3..." |
Teresa Assude |
ADEF |
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Ecole maternelle Saint-André/ADEF/Davin et al. |
"Education for plurilingualism and interculturality in a multilingual and multicultural context". |
Fatima Davin |
ADEF |
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Collège Henri Barnier/cooperative education |
Co-operative Education Project Extension |
Maria Impedovo |
ADEF |
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Kindergarten and Elementary School Almond trees/Raspail network |
"Problem Solving in Mathematics" |
Cécile Redondo |
ADEF |
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Elementary school François Jouve/network Daudet Carpentras |
"culture at the service of learning"... |
Mercedes Baugnies (Earth Pascal) |
ADEF |
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Collège Anatole France/network Vieux Port Marseille |
"Exploitation of Robotics in Science and Technology Apprenticeships". |
Marjolaine Kitteney |
ADEF |
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Lycée professionnel Louis Blériot/réseau Marignane |
"The Capture Experiment" |
Eric Tortochot |
ADEF |
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College Ampère/network Camargue Avignon |
"Exploiting Virtual Reality (VR) in learning the concept of energy..." |
Jean-Francis Ranucci |
ADEF |
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Elementary schools Marseille 15/network Marseille 15 |
"Use of Benchmark Assessments CP-CE1". |
Odile Thuilier |
ADEF |
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Cabucelle Elementary School, Saint Louis Consolat, La Calade, Madrague/réseau Arthur Rimbaud |
"Fighting against dropping out of school" |
Martine Gadille |
ADEF |
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Establishment: Edgar Quinet College Marseille (wave1 moved to wave2) |
Homework done: Relationship between personal work, work done in class, individual coaching and co-education. |
Marie-Christine Felix |
ADEF |
The EGRESS (Educational Game about Randomness & Evolution for Students in Science) project is concerned with teaching and learning the concepts of randomness and evolution of life for students aged 12-15. The originality of the project is based on the plural concept of randomness, a concept that is essential for explaining the mechanisms of the evolution of living things, but also a concept inherent in all gaming activities.
The hypothesis is that an entry through the plural concept of chance through gambling makes it possible to go beyond finalist and transformist conceptions of the evolution of the living. In this perspective, a tangible, extended by augmented reality, allows complex concepts, such as those of chance and evolution, to be modelled in an activity that is motivating and provides favourable feedback.
The objectives of this project are to design and develop tools for understanding the theory of evolution, which is at the heart of biology teaching and which is sometimes difficult to learn. Participating in the integration of the game in the acquisition of knowledge, it allows to measure the impact of this type of tools in the teaching and the process of acquisition of school skills.
249 923€ : ANR Young Researcher, Young Researchers (YCJC)
Aix-Marseille University
Faced with the lack of research on the practices of higher education teachers with regard to the use of digital resources, the RENOIR-IUT project aims to overcome this uncertainty and to go beyond the spontaneous explanation of the lack of visibility of resources. In fact, the UITs constitute a privileged field for observing the transformations taking place in higher education and developing methods for studying them.
The objective of the RENOIR-IUT project is to explore and understand the practices of teachers within a school, a field of study governed by a national pedagogical programme (PPN), a teaching team, a disciplinary field, in relation to the professional world and institutional or associative groups. Teachers develop their own teaching resources based on an offer, which presents multiple forms of mediation. They constitute their own system of resources, the organization of which may compete with the organization of the offer and the different platforms to which they have access. It is this system that the RENOIR-IUT project proposes to study by highlighting the interrelationships, the interplay of actors and the factors that influence these practices.
95 428.80 €
Start date: 01/10/2018
Ends : 28/02/2022
Three successive waves of calls for "research, training, field" projects on the territory of priority education have been launched since 2018 by the Délégation Académique à la Formation et à l'Innovation Pédagogique (DAFIP) of the Académie d'Aix-Marseille and SFERE-Provence, which now support 26 network projects, designed on the basis of the expression of needs in the field (schools and colleges in VER and VER+).
Researchers and teacher-researchers provide a support response based on a field theme and generate training resources that can be reused at the academic level. The restitution days (a first one took place on 21 March 2019) testify to the impact of collaborations between teachers and researchers. This approach is unprecedented on a national scale.
121 000 €
From 01/09/2018 to 30/06/2020
Restitution day postponed to 2 April 2020
Schools - REP-REP+ Networks |
Project Title |
Researchers in charge |
Laboratories involved |
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Edgar Quinet College Marseille (project switched to Wave 3) |
Homework done: Relationship between personal work, class work, individual coaching and co-education. |
Marie-Christine Felix |
ADEF |
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Elsa Triolet College - Marseille |
Consolidate the "homework done" system |
Teresa Assude |
ADEF |
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REP + Belle de mai (Kindergarten and middle school classes) |
Observation and interviews with primary and secondary school teachers in the implementation of science debate practices |
Nicole Mencacci |
ADEF |
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Estaque School - Train Station |
Observation and interviews with primary school teachers in the implementation of science debate practices. |
Nicole Mencacci |
ADEF |
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Jules Massenet/Marseilleveyre Colleges |
Evaluation of the quality of the project: "territories in movement, from awareness to artistic and cultural education, dance project in a college with a flagship class (Massenet college) and a class in resonance. |
A. Arnaud Bestieu |
ADEF |
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PYTHEAS Network |
Axis 1 of the network project: guaranteeing the acquisition of "reading, writing and speaking" and teaching more explicitly the skills that schools require to ensure mastery of the Common Base. |
Marie-Emmanuelle Pereira |
LPL |
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QUINET Network |
Axis 1 of the network project. The transmission of the oral language in all disciplines. |
Christina Romain |
LPL |
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Frédéric MISTRAL elementary- Sorgues |
Teaching more explicitly the oral skills that the school requires to master the foundation. |
Nathalie Rezzi |
ADEF |
|||
Schools and colleges of the Renoir-Rostand networks |
Coeducation. Axis 3 of the Priority Education reference framework: setting up a school that cooperates usefully with parents and partners for school success. |
Sylvianne Feuilladieu |
ADEF |
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LP Le Chatelier - Marseille Marseille Belle de Mai Network OR- Marseille La Viste Network |
How to develop a strong link between the general professional components of the training? Which pedagogical approach to implement? With which organization modalities? |
Hélène Cheneval- Armand " |
ADEF |
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Around ten establishments: REP+ colleges in and outside Marseille and their assigned high schools. |
PAREX research project: "Encouraging school ambition": a new lever for the success of priority education students? Focus on two student support schemes in the Aix-Marseille academy: Cordées de la Réussite and Parcours d'Excellence". |
Ariane Richard-Bossez |
BLADES |
This research focuses on the development, through a cooperative approach, of cognitive and metacognitive capacities for open problem solving in interactive, immersive virtual worlds. The study focuses on the appropriation of the 3D environment by students in a-didactic situations of open problem solving as well as on the evaluation of the relevance of the 3D virtual environment in the development of cognitive and metacognitive abilities.
This research, which is part of the general problem of understanding the use of digital technologies in education, is based on conceptual approaches at the crossroads of educational sciences, interpretative semiotics and cognitive sciences.
The aim of this research is to explore how the mechanisms of understanding and knowledge construction are modulated by the "semio-technical properties" articulated within a second life type environment, such as that of the ANIPPO project.
25 630,29 €
Start date: 21/01/2018
Ends : 30/01/2021
Project initiator: Caroline Ladage
Three successive waves of calls for "research, training, field" projects on the territory of priority education have been launched since 2018 by the Délégation Académique à la Formation et à l'Innovation Pédagogique (DAFIP) of the Académie d'Aix-Marseille and SFERE-Provence, which now support 26 network projects, designed on the basis of the expression of needs in the field (schools and colleges in VER and VER+). The researchers and teacher-researchers provide a support response based on a field theme and generate training resources that can be reused at the academic level. The restitution days (a first one took place on 21 March 2019) testify to the impact of collaborations between teachers and researchers. This approach is unprecedented on a national scale.
105 000 €
From 01/09/2017 to 30/06/2019
The Sfere-Dafip projects of wave 1 have been extended until 30/06/2020.
Schools - REP-REP+ Networks |
Project Title |
Researchers in charge |
Laboratories involved |
|||
REP+ Miramaris Miramas 13 |
Evaluation Practices in Cycle 3 |
Laurence Espinassy |
ADEF |
|||
REP Gardanne 13 |
The school orchestra or a study on the impact of the development of learners' and teachers' practices |
Pascal Terrien |
ADEF |
|||
REP+ Prévert Marseille |
Co-education at the college Parents- Educational team |
Sylvianne Feuilladieu |
ADEF |
|||
REP+ Jean Moulin /Elsa Triolet Marseille (13) |
Piloting a Priority Education Network, Cycle 3, Homework assignments |
Marie-Christine Felix; Frédéric Saujat |
ADEF |
|||
REP+ Barnier Marseille (13) |
"Pédagogie coopérative et collaborative en réseau d'éducation prioritaire" (Cooperative and collaborative pedagogy in priority education networks). |
Maria A. Impedovo; Patrice Laisney |
ADEF |
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REP Laragne (05) |
"From the Ecoles-Colleges REP and Parc Naturel Régional des Baronnies Provençales (PNRBp) system to partnership and educational practices that promote the values of Education for Sustainable Development and Inclusive Education". |
Anne Gombert; Jean-Yves Roussey; Sylviane Maximin |
ADEF; PSYCLE |
"Digital as a pedagogical tool for learning reading and mathematics: from the laboratory to the classroom".
Reading and mathematics are the backbone of all learning, especially in primary school. Today, digital technology offers new avenues for helping children with difficulties to learn reading and mathematics. This project focuses on the usefulness of digital technology as an innovative pedagogical tool and a first-line therapeutic aid within the school.
It consists of training and supporting teachers to use digital tablet trainings that have been specially designed by internationally renowned scientists in the field of learning reading and mathematics.
This project therefore proposes a longitudinal and interventional experiment on the use of digital technology in primary schools. The experiment will take place in 20 classes throughout the first grade (10 in maths and 10 in reading) in which teachers will be trained and committed to using the software on a daily basis in addition to their usual pedagogical activities.
Total budget: 763 020 € (PIA)
Start: 01/09/2016
Ends : 31/08/2020
Carrier: Mr. Johannes Ziegler, Laboratory of Cognitive Psychology (LPC)